Primary teachers and policy innovation in India: Some neglected issues |
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| Institution: | 1. Behavioural Science Institute, Radboud University, the Netherlands;2. Royal Dutch Kentalis, the Netherlands;3. Department of Instructional Technology, University of Twente, the Netherlands |
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| Abstract: | This paper draws on data from three case study sites in Gujarat State to examine primary teachers' motivation and ability to adapt to major new policy initiatives. It uses the 1986 policy innovation of Operation Blackboard as a medium through which to explore the problems attending widescale and rapid purposive change. As part of the newly defined minimum facilities in primary schools, Operation Blackboard supplied a second teacher to many existing single teacher, single room establishments. Through this programme, policy-makers intended to upgrade the quality of school education and effect a major revision of teaching methods. But, although the policy acknowledged teachers' centrality to educational change, the innovation arising from it failed to prepare teachers to adapt to its demands. Centrally conceived, it allowed neither State-level administrators nor teachers any sense of ownership or participation in decision-making. No allowance for teachers' generally low professional competence, training and motivation was made; and nor was it recognised that differences in socio-economic contexts would affect teachers' capacity to utilise what was provided. The implications of findings made in three very different socio-economic locations within a single District of Gujarat State can be generalised to the State level, and are significant also at a national level for policy-makers seeking to initiate educational innovations in the current circumstances. |
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